The Importance Of Language Teaching

Learning to read is a complex task which involves active problem solving through the implementation of several intertwined skills. When providing reading instruction, it is not feasible to expect that children will pick up these skills implicitly. Effective reading instruction requires an explicit and systematic approach which aims to develop the specific skills and understanding required for successful reading. As children move through the stages of reading, learning is supported through methodical and integrated instruction in concepts of print, phonemic and phonological awareness, phonics, fluency, vocabulary and comprehension. However children are active learners rather

Language is an object that is central to human lives as it is perhaps the most significant cultural tool that separates humans from any other species (Evans, 2014). As language is multimodal, it is often described as a combination of words, sounds, gestures and images created by the mind, used in context with the assistance of objects, actions and interactions (Gee & Hayes, p. 7, 2011). The topics discussed in this essay will demonstrate the importance of language as both an object and as a social process, as a teacher’s approach to diversity in the classroom can be either damaging to a student’s educational experience or uplifting and positive.

According to Carnine, Silbert, and Kame’enui, many students will not be able to become successful readers, unless their teacher is able to identify the essential reading skills, find out the skills that their students do not have, and teach those skills to their students.

Reading is a means of language acquisition, of communication, and of sharing information which is essential in being a productive member of society. If and when a student missed an opportunity to learn the skills necessary for reading, it’s has a profound impact on their lives. As educators we realize that teaching all children to read requires that every child receive excellent reading instruction. We are also aware that children, who are struggling with reading must receive

Teaching literacy is certainly not an easy task; hence, educators must have significant background knowledge and experience in the literacy area in order to provide the best learning experience to students. Educators must constantly promote literacy in their classrooms, especially when the students are young readers. For that reason, it is extremely important that educators make a great effort to get to know their students’ and their reading abilities, their strengths and weakness in the reading area and most importantly, to have an extended knowledge of how to teach literacy. Reading is the foundation of learning; every concept and subject taught requires some form of reading, therefore, building a strong reading foundation will enable individuals to become successful not only academically, but also socially.

As I arrange this reflective analysis paper on topics that relate to a foundational course and specifically searching for the modules that have given me the most information, taught me something new or expanded my knowledge on a specific topic of reading, I have come to realize how far I have come since I began this adventure. I began these courses after graduating from Marshall with my bachelors. I chose this path because of my love for reading and teaching reading. I have come to realize that these courses have enabled me to become a more effective reading teacher and I now have been given the skills, strategies and techniques that I needed to teach a child to read. I know that I will always need to keep up with classes and new techniques, but feel that I am much more capable of teaching reading than before I started these courses. The course 653 Literacy Acquisition helped me to improve and further develop my educational philosophies and beliefs. So, I chose to speak about the first lesson that was expected of me in this class, Module 1 Literacy Theories, Beliefs and Practices.

According to Reading Rockets (2018), teachers of excellence use high quality instruction byincorporating the five reading components delivered through a coherent instructional design. Instruction should include the five components of reading that are critical elements of Phonics, Vocabulary, Fluency, Vocabulary, Comprehension and Phonological Awareness. Although teachers usually follow a core reading curriculum to guide instruction in whole and small group learning, the instruction should exhibit individualization to match the needs of each student and should also be taught unequivocally in classrooms that mirror positive and appealing writing activities that support literacy.

A teacher’s learning instruction is essential and paints the picture for a child’s success in society. A teacher’s literacy instruction provides children with the needed skills to be fluent in reading, writing, phonemic awareness, and math. Phonics and phonemic awareness also help with reading comprehension. Preparing a child for fluency and comprehension means doing the basics and leading up to the high expected skills. Each step in developing reading and writing is built off the other; for example, cause and effect. What is an affective comprehensive literacy instruction? Is one better than the other? This essay will define comprehension literacy instruction and explain how to scaffold a child’s literacy development.

Literacy, fluency and reading comprehension all play a crucial role in determining how learners acquire skills within the classroom. This paper will review a number of scholarly literatures that give more details about fluency and reading comprehension.

The importance of learning to read, has been discussed by many researchers over the decades. In particular, this case study, focuses on fluency instruction, which is “accurate, automatic, expressive reading regarded by educators as the mark of proficient reading” (Honig, Diamond & Gutlohn, 2013, p. 370). The goal of reading is to comprehend or to understand what is read. It is often presumed that if students can decode a text that they will eventually develop fluency, however, students need opportunities for intense, fluency-focused practice. Several studies have found students are not successful in independent reading when they have not mastered fluency (Rasinski, Paige & Nageldinger, 2015; Honig, Diamond, & Gutlohn, 2013). Thus, this case

There have been various research studies and debates about how children learn. It started with Webster Spellers and their popular method of reading instruction, which was replaced with alphabetic and phonics methods. The debate soon became about phonics and whole-word method. They found that not one method worked for all children. Soon peoples thinking shifted to learning to read, should be as natural as learning to talk. Current research has found that whole-language and code-focused instruction are important for developing readers. Language helps us navigate through like. Oral language is vital groundwork of literacy instruction. Children with stronger oral communication read more fluently, than those who struggle with oral communication. Language skills identified with reading include vocabulary, metalinguistic awareness, and listening comprehension. Children’s vocabulary is correlational to their literacy skills. Explicit instruction is crucial for proficient literacy to develop in children.

Hugh Mackay States that “Obviously, every child should be given the best possible opportunity to acquire literacy skills.” This quote by Hugh Mackay pretty much states what this paper is about. It will elaborate why fluency, vocabulary, and comprehension are important to all learners at all levels. As well as providing assessments in the areas of fluency, vocabulary, and comprehension, which can be used to assess where learners are so that we can provide them with the interventions needed to become successful readers and learners for a lifetime of learning.

Fluency instruction involves the direct teaching of tools to allow the student to improve the speed and accuracy of reading while establishing and maintaining an appropriate level of comprehension. Reading too slow inhibits comprehension as the reader’s mind is expending its effort in decoding the text rather than in understanding it. This is often very true of ELLs who are more likely to be slow readers due to longer than average time spent in decoding the text. Teachers should teach fluency in order help students make the shift from decoding to comprehension. They should not assume that this transition will happen automatically or naturally for every

My philosophy of literacy is centered on providing a learning environment rich in authentic literature, instruction that is engaging, fun, and balanced, collaborative, and also involving families in the child’s education. My ultimate goal of literacy instruction is to help children become lifelong readers and writers by providing the skills necessary to comprehend, construct, and make meaning of text, speak, and write. (Torgesen, 2002). According to the National Reading Panel, there are five essential components that must be taught in effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (Reading Horizons). According to Konza (2014), reading instruction should be changed to six foundational reading elements, adding oral language and early literacy. I also believe that early literacy should be

The failure of students being able to read and comprehend what they are reading is a great concern for most schools. When students enter the fifth grade and are not on grade level, they are already behind their classmates. Teachers are then responsible for remediating the students to get them on grade level. Unfortunately, these same students are unable to keep up with on grade level standards teachers are required to teach, because they lack the skills needed. These students will continue to struggle throughout their education because they will not be able to catch up to their grade level. Many educators have realized there is a gap between fluency and comprehension. Because of this realization, special instruction such as guided reading and remedial teaching has been implemented.